ENG4U
Poem analysis worksheet (for submission)
TVO ILC
Poem analysis worksheet (for submission)
Poem #1:
Poem #2:
I look at the world
by Langston Hughes
I, Too
by Langston Hughes
Poem #1
Poem #2
What can you learn from the title of
the poem?
From the title of the poem, I can learn that the author
is trying to tell us that the author sees the world too
and he is African American. This poem is about
segregation and wanting to do something to make a
change so that they can have a better life.
From the title of the poem, I can learn that the author
is trying to tell us that he is also an American of
equal standing, even though he is subjected to
segregation.
Identify and explain poetic devices
in the poem.
Rhyme – face, space, see, me
Repetition: “I look, I look, I look”
The author uses contrast (I am the darker brother),
repetition (the use of “I, too,)
The author uses first person and it doesn’t follow a
specific set of lines and it follows no lines. As this is
a serious poem, the reader can tell it is more of a
quieter, gloomy and depressing.
The author uses first person and the effect on the
reader is emotional as his tone is full of anger.
How are the words arranged? What
is the effect on the reader?
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Poem analysis worksheet (cont.)
Poem #1
Poem #2
Identify word clusters to help you
determine the theme or main idea of
your poem.
The words “I look at the world” is what helped me
determine the main idea and the theme of the
poem.
The words “I, too” address major themes of his
writings. including racist mistreatment and
stereotypes, finding power and hope, and that being
black is beautiful
Focus questions
The theme of " I look at the world" is to get up
and do something about what you think is right in
situations where it isn't right, and don't let nothing
stop you or get in your way.
“I look at the world from awakening eyes in a black
face—” is what stood out to me the most as the
author is trying to tell us how black people felt at the
time of racism.
The words “I, too” address major themes of his
writings. including racist mistreatment and
stereotypes, finding power and hope, and that being
black is beautiful.
I would ask the author “When did you realize you
want to write this poem?”
I would ask this question because at the time he
wrote the poem, there was already a lot of racism
going on and they were always treated unfairly. If
the people at that time who were racist to black
people read the poem, they may not react positively.
If I could ask the poet a question, it would be ‘What
was the reaction of American’s reading your poem?”
I would like to know because after reading this
poem I wonder what they would react.
What is the theme or main idea of
your poem? How do you know?
How does the title relate to the
theme?
What image or line from the poem
stood out to you? Explain.
If you could ask the poet a question,
what might it be? Why are you
asking that question?
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The line from the poem that stood out to me was “I,
too, am America”. The author is trying to tell us that
black people are no different than other Americans.
Poem analysis worksheet (cont.)
Poem #1
Research the poet and the
historical/cultural context to learn
more about them when they were
writing.
How does learning more about
the poet and the historical/cultural
context change or influence your
understanding of the poem?
How is resilience demonstrated by
this poem?
Poem #2
At the time he wrote the poem, black people
were treated unfairly and unjustly. At that time,
the oppression of black people by means of
slavery, denial of rights, and inequality were
very common. This poem was produced during
the time of Harlem Renaissance, a period of
African-American cultural expression.
This made me realize why this poem is so
powerful due to the suffering black people had to
go to.
At the time he wrote the poem, black people were
treated unfairly and unjustly. At that time, the
oppression of black people by means of slavery,
denial of rights, and inequality were very common.
This made me realize why this poem is so powerful
due to the suffering black people had to go to.
“And I see that my own hands can make The
world that’s in my mind. Then let us hurry,
comrades, The road to find”
This shows that the black people at that time
always had hope and never gave up.
Resilience is demonstrated in this poem by;
“Tomorrow, I’ll be at the table When company
comes. Nobody’ll dare Say to me, “Eat in the
kitchen,” Then. Besides, They’ll see how beautiful I
am And be ashamed—"
Instead of giving up, the author stays strong.
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Poem analysis worksheet (cont.)
Poem #1
Compare your poem to Audre
Lorde’s poem “A Litany for Survival.”
How are they similar? Different?
“I look at the world” by Langston Hughes and “A
Litany for Survival” by Audre Lorde both reflect on
the inferior status of African American people.
While Hughes tends toward optimism and
confidence that the situation will improve, Lorde
takes a more meditative, pessimistic, and
melancholic stance, choosing to focus on fear.
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Poem #2
“I, Too” by Langston Hughes and “A Litany for
Survival” by Audre Lorde both reflect on the
inferior status of African American people. While
Hughes tends toward optimism and confidence that
the situation will improve, Lorde takes a more
meditative, pessimistic, and melancholic stance,
choosing to focus on fear.